terribly disorganized commit of things from the past couple months

8 files changed, 463 insertions, 0 deletions

diff --git a/jones-la/persuas.tex b/jones-la/persuas.tex
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+%%Formatting
+\font\twelverm=ptmr7t at 12pt
+\font\fourteenrm=ptmr7t at 14pt
+\twelverm \baselineskip=24pt
+\parindent=0.5in
+
+%%Header
+\headline={\headline={Rohrer \pageno}} \nopagenumbers \vsize=9in
+{\obeylines\parindent=0in
+Holden Rohrer
+Jones
+AP Lang
+4 Nov 2019
+\centerline{\fourteenrm Competition's Bare Utility}\baselineskip=28pt\par}
+
+%%Content
+% Competition is bad?
+% Why do people compete if it is so dearly harmful? Proving they're better? The propriety of the challenge?
+% Hedonic treadmill: even when not competing, humans grow weary of good things extremely quickly
+% Cooperation, or merely a lack of challenge as alternative
+% Transcendentalism: Competition shouldn't matter because all that matters is goodness
+% Thesis: Competition creates real value in society despite its individual psychological harm.
+% Gains from competition: in athletic endeavours, people have gotten faster and better than they ever would have otherwise.
+%                         Intellectually, people want to beat out their peers for the right to the "most relevant" idea, which has created a good portion of science (despite the normative cooperation)
+%                         Political growth
+
+Humans, by their very nature, want to be good (in the sense of performance).
+Life is, in many cases, a search for meaning, and that meaning often derives from being good at something.
+People are also social creatures: we deign to be surrounded by others because they ease our natural discomfort and wariness.
+Naturally, competition of the athletic, intellectual, and even moral sorts arose within society.
+Alfie Kohn recognizes that, psychologically, competition is harmful; no matter where one falls in the hierarchy of competitors, he or she is anxious and unhappy even at the top.
+But this doesn't contradict the fact that great gains have been gotten by competition: athletes are stronger and faster than they ever could have been before, scientific intellectualism is bolstered by great individual efforts, and politicians serve more accurately to their constituents because in each of these fields, competitors hold them accountable.
+Despite great gains from cooperation, competition has been the best way to derive massive individual productivity gains from the population despite its psychological downsides.
+
+These individual gains in productivity are useful because society as a whole becomes more able and because that individual can now accomplish significantly more, especially in conjunction with their other talent or other skillful persons.
+These gains in productivity from competition also strengthen the ability of competition to drive more innovation and hard work in that field.
+It's the idea that ``once someone sees it can be done, everyone will try to do it.''
+In the machine learning field, for example, which is growing extremely quickly because of rapid iterative growth, computers couldn't differentiate between black-and-white handwritten numbers no more than a couple decades ago.
+But now, because of growth in that field, every tech company uses Artificial Intelligence to choose what to show the user next and to rapidly classify even highly complex content like video into distinct categories like music, games, or vlogging.
+
+It might be considered that raising the bar could create some psychological unease, but the social gains are well worth it.
+Competition can even be seen as cooperation over a long enough time span.
+Racing cars, for example, often develop new technologies like ``fuel injection'' or new materials for the bodies of the cars, and while these are immediately the result of competition, eventually every company takes advantage of these highly benefical innovations and in several cases, applies it to consumer cars.
+On a long-term societal scale, competition drives the creation of new technology and improves the quality of whatever field that competition is occurring in.
+On a short-term individual scale, however, competition certainly creates some degree of anxiety, but that anxiety is well worth it and even desirable.
+Boredom is a common experience because without stress, without anxiety, people feel unmotivated.
+While in certain cases, motivation can be derived internally, that motivation still consists (in many cases) of a need or deep desire to expand one's abilities or to achieve a specific task.
+Perpetual anxiety is not a state to be fought against but rather an ultimate goal (in moderation, of course).
+
+Success being dependent on absolute measures means that the metrics quickly become outdated, and if they aren't, those metrics must be based in competition.
+The growth of musicians over time demonstrates this clearly.
+A number of judges looked at students coming out of Juilliard compared to the work of classical masters like Bach or Beethoven and found that the skill levels of either were highly comparable and the Juilliard students won out in some cases.
+This is because innovation and competition drive humanity to become better, and while musicians don't compete against eachother in the sense that a sprinter or a baseballer does, they at least compete against past musicians.
+It is a violinist's calling to improve their own stature compared to ``the bar'' of the day, which moves with the average quality of a musician and thus derives a pseudo-competitive atmosphere.
+
+Regardless of the field, competition requires individuals become better, which helps their field and in turn society improve as a necessary result.
+Cooperation is a natural aftereffect of this competition because people are not wholly unwilling to share their secrets to success, but even when success is fully dependent on the failure of others, the anxiety experienced by one or several individuals is not enough to outweigh the growth visible to the group.
+
+\bye
diff --git a/jones-la/quick5.tex b/jones-la/quick5.tex
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+++ b/jones-la/quick5.tex
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+\input mla8.tex
+%\emergencystretch=1in
+%\parskip=4pt plus 2pt minus 2pt
+
+\numberfirstpage
+\clas{AP Lang}
+\name{Holden} \last{Rohrer}
+\prof{Jones}
+\header
+\title{Quick Write 5: Is ``doing nothing'' a good use of your time?}
+
+In the most concrete sense, doing nothing wastes time, definitionally.
+Almost always, one could complete another task in the same duration, so to do nothing is to neglect that task.
+But human psychology and physiology don't corroborate this simple idea.
+Instead, sleep or rest (a necessary ``doing nothing'' component of daily life) reinvigorate to make up for their own ``poor use of time.''
+But what's commonly meant by ``doing nothing'' isn't sleep; as discoveries about the value of sleep continue to rise, proponents of ``sleep less, work more'' dwindle.
+Instead, opponents of unproductiveness and inefficiency manage their time so as to maximize working time---considering leisure to be the greatest waste of time.
+
+Modern life affords a number of easy leisure activities, mostly digital, comprising movies, television, and mindless social media scrolling.
+All of these are seen as a waste of time because of their opportunity cost, but their role in maintaining restfulness is notable: to do any of these is to rest because one is mostly inactive.
+And, of course, one could be doing something ``productive'' in the same time, but it is critical to recognize the value of breaks, at minimum.
+``Down-time'' (a time in which to do nothing) contributes to the overall efficiency of any person, so leisure must be considered valuable by those most willing to stifle it.
+
+In fact, a more disciplined form of inactivity is practiced by some of the most successful people in the world: meditation.
+The sense of relaxation meditation synthesises is far greater than any of the easy leisure activities listed above, and for good reason.
+Doing nothing, in its purest form, is a good use of time in the same way that sleep is a good use of time.
+And in its more common, relaxed forms, doing nothing has many of the same benefits---if those are only because of the absence of stressful work.
+
+\bye
diff --git a/jones-la/quick6.tex b/jones-la/quick6.tex
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+++ b/jones-la/quick6.tex
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+\input mla8.tex
+%\emergencystretch=1in
+%\parskip=4pt plus 2pt minus 2pt
+
+\numberfirstpage
+\clas{AP Lang}
+\name{Holden} \last{Rohrer}
+\prof{Jones}
+\header
+\title{Quick Write 1: Charity as Transaction}
+
+The transaction is the simplest economic unit: some persons want what the other has in exchange for what they currently have, and the exchange occurs.
+In the barest sense, charity is also a transaction.
+One exchanges money or food or clothing for a sense of philanthropy and the knowledge that some good has occurred on one's behalf.
+Economies introduce a flaw into standard transactions which isn't an issue in this sort of transaction, wealth inequality.
+
+In most cases, this flaw is reasonable.
+Someone with more wealth can righteously buy more things than someone with less.
+But in the case of charity, every participant, regardless their wealth, can participate.
+This is because a philanthropic exchange does not require a specific amount of giving or good to be done.
+An ordinary person giving \$100 is far more charitable than Jeff Bezos' million because charity is scalable and personal.
+
+But the instant that a ``real'' incentive is created, like bonus points on a test or a final, it stops being charity in two ways.
+The first is the most direct---charity requires philanthropy, which is contradicted by a transaction.
+Buying, whether with canned goods or US dollars, a grade or a prize which could not be otherwise (fungibly) obtained is ruinous.
+It is, firstly, not scalable (meaning it is not charity) because some metric must be used to measure how much a person ``should'' give, which is easily corrupted by wealth inequality.
+Second, the transaction itself is intrinsically unfair.
+Certain incentives, like tax breaks, provide something fungible like money which merely offsets the cost of charitability (in effect, the donation is ``matched'' by whomever gives the incentive)
+Others, which are not fungible, like grades are necessarily highly transactional and improper incentives.
+
+\bye
diff --git a/jones-la/rhetorical3.tex b/jones-la/rhetorical3.tex
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--- /dev/null
+++ b/jones-la/rhetorical3.tex
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+\input mla8.tex
+\emergencystretch=1in
+\parskip=4pt plus 2pt minus 2pt
+
+\numberfirstpage
+\clas{AP Lang}
+\name{Holden} \last{Rohrer}
+\prof{Jones}
+\header
+\title{Analysis of {\it A Case of Mental Courage}}
+
+In journalist and philosopher David Brooks’ investigation of contemporary American culture’s weakness ``A Case of Mental Courage,'' he prescribes intentional thoughtfulness to the often frivolous and unfocused modern philosophy.
+By labeling specific examples of mental strength or frailty and using language related to honor or righteousness, Brooks identifies a quasi-religious change in Western culture to an audience that lacks ``conscious[ness] of [its] severe mental shortcomings.''
+
+He starts chronologically, with an early $19^{\rm th}$ century novelist Fanny Burney who practiced the virtues consciousness of self and ``mental character.''
+Brooks uses words like ``arduous,'' ``resolved,'' and ``heroism'' as comments on her ordeal of a mastectomy without anesthesia.
+His diction emphasizes the idea that her mastectomy (and writing about it) has character---while it doesn't demonstrate any specific high moral practice like charity, the self-sacrifice (the mental strength she used) is equally valuable and respectable.
+Brooks talks about how she suffered through a ``mental boot camp'' which is commendable because it developed her ``ability to face unpleasant thoughts.''
+
+After providing such a respectable example, Brooks transitions to the modern day.
+He observes her action as somewhat of a cultural artifact.
+Because the church and other institutions, at the time, held people ``to be inherently sinful,'' work was believed to be essential to a moral and proper life, so people were more willing to ``conquer mental laziness.''
+When moving to description of modern American and Western culture, Brooks criticizes limited ``talk of sin and frailty,'' blaming capitalism for this change.
+
+Brooks notes institional changes like the media attempting to ``please customers,'' and accuses ``the competition for eyeballs'' of developing this.
+He describes the change as inarduousness and a lack of skepticism, trying to appeal to a sense of goodness and discouraging these institutional changes that he thinks emblematic of the culture through that.
+He lists off ``natural weaknesses'' that are prevalent in today's society: confirmation bias, cognitive miserliness, herd thinking, and he uses them to criticise the people.
+Since capitalism has displaced the church's role as the organizational unit of society, Americans don't need to consider their own shortcomings, and he uses similarly strong language to specify these issues.
+He reuses the terms ``mental flabbiness'' or ``mental character'' throughout the article to identify the specific issues and provides a singular point of focus for his writing.
+But he also associates these with the specific vices of modern culture to create the idea that Americans should act more like Burney or some of the people Brooks interviews.
+
+
+\bye
diff --git a/wroblewski-world/outlines/unit2.tex b/wroblewski-world/outlines/unit2.tex
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+++ b/wroblewski-world/outlines/unit2.tex
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+\input mla8.tex
+\baselineskip=15pt
+\emergencystretch=.15in
+
+\numberfirstpage
+\clas{AP World}
+\name{Holden} \last{Rohrer}
+\prof{Wroblewski}
+\header
+\title{AP World Overview for Unit 2 (1200--1450)}
+\def\pre#1{\par\leavevmode\llap{\hbox to \parindent{\hfil #1 \hfil}}}
+
+\def\alph#1{\ifcase#1
+  \or a\or b\or c\or d\or e\or f\or g\or h\or i%
+  \or j\or k\or l\or m\or n\or o\or p\or q\or r%
+  \or s\or t\or u\or v\or w\or x\or y\or z
+\fi
+}
+
+
+\newcount\thesection \thesection=0%
+\newcount\thessection \thessection=0%
+\newcount\thesssection \thesssection=0%
+\newcount\thessssection \thessssection=0%
+
+\def\section#1;;{\advance\thesection by 1{{\pre{\number\thesection.} #1.}\par}\thessection=0}
+\def\ssection#1;;{\advance\thessection by 1{\advance\leftskip by .5in{\pre{\alph\thessection.} #1.}\par}\thesssection=0}
+\def\sssection#1;;{\advance\thesssection by 1{\advance\leftskip by 1in{\pre{\romannumeral\the\thesssection.} #1.}\par}\thessssection=0}
+\def\ssssection#1;;{\advance\thessssection by 1{\advance\leftskip by 1.5in{\pre{\number\thessssection.} #1.}\par}}
+
+\section Asia;;
+  \ssection Silk Roads---A long-lasting series of trade networks which connected disparate parts of Asia, including China, Russia, the Middle East, and some of North Africa and Western Europe;;
+    \sssection Mongol Backing (Governance)---The Mongols, in this time period, used the threat of violence to keep the network safe across their vast empire. Trade thrived because of it;;
+    \sssection Caravanserai (Culture and Social Interaction)---To support the segmented journey across the Silk Road network, Caravanserai and trading cities like Samar\-kand were created as waypoints for merchants. This helped spread culture and religion across the region, along with some Mongol institutions like forcing immigration of useful workers like artists;;
+    \sssection Monetary Systems---The Silk Road encouraged increased industrial productivity, especially luxury goods like fine china (porcelain), wine, or metals;;
+    \sssection Cultural---The Mongols certainly had an impact on the cultural landscape because they struck fear in the hearts of many with the number of deaths under their belt;;
+    \sssection Environment---Because of Silk Roads and other trading routes across the world, crops and disease spread readily with culture and wealth. Rice, for example, spread in a number of varieties across Asia, bananas in Africa, and citrus in the Mediterranean. Disease traveled less deliberately, hitchiking with or on merchants instead of a comfort brought by diasporic communities or other mercantile distribution;;
+  \ssection After-Effects of the Mongol Empire;;
+    \sssection Governmental/State---After the Mongol Empire broke up (internal division after Genghis Khan's death), individual Khanates ruled by individual emperors took its place, which didn't affect most peasants or the Silk Road because it remained maintained. The division had long-lasting effects because the cultural and national borders solidified in modern day nations such as Russia and China (from the Golden Horde and Yuan);;
+  \ssection Indian Ocean Trade: The Silk Road's maritime analogue;;
+    \sssection Economic Growth---Coastal trade cities began to be established across the Indian Ocean. These include Gujarat in India, the Swahili Coast City-States and a myriad of Indonesian islands. These provided new goods like spice and broadened the reach of Arabian or Chinese goods;;
+    \sssection Technology---Sailing required navigation, which required navigational technology and incentivized specialized ships. For use in the trade of bulk goods or other large payloads, junks (large, flat-bottomed ships) were invented, significantly decreasing the cost of overseas shipping, specifically for the working class;;
+      \ssssection Compass---A navigational technology that helps sailors orient themselves in the sea and thus made trade faster (and safer, because piracy was less viable if merchants could be on the open ocean for the majority of the journey);;
+      \ssssection Lateen Sail---a triangular sail developed specifically for the Indian Ocean which was more effective due to its manoeuverability: it could absorb wind from many more directions than a square sail but had less power, improving the speed of merchants' travels;;
+      \ssssection Dhow---The ship that uses lateen sails. Mostly used by Arabs to transport goods faster than the bulkier junks;;
+      \ssssection Astrolabe---A navigational device that uses celestial bodies' angles to determine location. Allowed, with the compass, sailors to sail away from the coast;;
+    \sssection Environment---the Indian Ocean had winds (monsoons) which provided regularity for merchants/sailors to travel between India and Africa, for example;;
+    \sssection Culture---Because goods and people could travel easily, religion and ideas did too. Muslim traders formed ``diasporic communities'' (nonnative family groups) across the region, spreading their religion and establishing trade relations with locals, especially in Africa. This also occurred with Chinese merchants in SEA;;
+    \sssection Zheng He---A sailor who recorded his journeys and established Chinese maritime presence, in the form of contracts and diplomacy throughout the Indian Ocean. China's expansion in this way was not unusual;;
+\section Europe;;
+  \ssection The Mongols and the Silk Road;;
+    \sssection Even though the Europeans went unconquered, the Mongols still affected their technological growth: Europeans started to acquire Islamic medical or scientific knowledge/practices (including number systems and the scientific method), especially towards the end of the century when the Renaissance started to build due to increased interconnectedness;;
+    \sssection Black Plague---Europe was ravaged by the Black Plague, which spread due to the interconnectedness of the Silk Road; what would have been relatively isolated in previous eras infected the elite and peasants alike spread by merchants walking between well-populated trade cities;;
+\section Africa;;
+  \ssection Trade Routes---Goods like gold, salt, or nuts connected Sub-Saharan Africa to Northern Africa and the broader trading landscape;;
+    \sssection Technology---New Camel Saddles built for carrying heavier loads became available due to the weight of the material goods which were being trafficked;;
+    \sssection Governance of the Economies---Empires which owned/administered these resources (like gold in Mali) took advantage of it to expand their own influence in their portion of the African continent;;
+\section Cultural Developments;;
+  \ssection Recorded History and Travelers---more is known about this era of history and its specific cultural/economic changes because recordings were much more prevalent, such as those by Ibn Battuta or Marco Polo;;
+  \ssection Religious Diffusion;;
+    \sssection Islam spread across Africa and parts of Asia because Muslim merchants played a major role in Indian Ocean and Trans-Saharan Africa trade, meaning that more favorable deals could be obtained by pandering to them;;
+    \ssection Hinduism and Buddhism in SEA---the trade connections between India (a traditionally Hindu region which often maintained a Buddhist minority) and Indonesia were facilitated by this spread of religion between those regions;;
+
+\bye
diff --git a/wroblewski-world/outlines/unit3.tex b/wroblewski-world/outlines/unit3.tex
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--- /dev/null
+++ b/wroblewski-world/outlines/unit3.tex
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+\input mla8.tex
+\baselineskip=15pt
+\emergencystretch=.15in
+
+\numberfirstpage
+\clas{AP World}
+\name{Holden} \last{Rohrer}
+\prof{Wroblewski}
+\header
+\title{AP World Overview for Unit 3 (1450-1750)}
+\def\pre#1{\par\leavevmode\llap{\hbox to \parindent{\hfil #1 \hfil}}}
+
+\def\alph#1{\ifcase#1
+  \or a\or b\or c\or d\or e\or f\or g\or h\or i%
+  \or j\or k\or l\or m\or n\or o\or p\or q\or r%
+  \or s\or t\or u\or v\or w\or x\or y\or z
+\fi
+}
+
+
+\newcount\thept \thept=0%
+\newcount\theptt \theptt=0%
+\newcount\thepttt \thepttt=0%
+\newcount\theptttt \theptttt=0%
+
+\def\pt#1;;{\advance\thept by 1{{\pre{\number\thept.} #1.}\par}\theptt=0}
+\def\ptt#1;;{\advance\theptt by 1{\advance\leftskip by \parindent{\pre{\alph\theptt.} #1.}\par}\thepttt=0}
+\def\pttt#1;;{\advance\thepttt by 1{\advance\leftskip by 2\parindent{\pre{\romannumeral\thepttt.} #1.}\par}\theptttt=0}
+\def\ptttt#1;;{\advance\theptttt by 1{\advance\leftskip by 3\parindent{\pre{\number\theptttt.} #1.}\par}}
+
+\pt Ottoman Empire;;
+  \ptt Janissaries---Christian slave infantry;;
+    \pttt Government---Janissaries worked administration;;
+      \ptttt Carried guns and administered much of Ottoman empire during devshirme;;
+    \pttt Expansion;;
+      \ptttt Janissaries expanded the Ottoman empire because they were able to precisely manage more land and their population grew as territory grew;;
+      \ptttt Early in its growth, emperors captured large landholds around Mediterranean and developed trade relations with Asia, conquered Constantinople;;
+    \ptttt Devshirme---a levy on Christian households to supply young male soldiers to Ottoman Empire with promise of government positions for the top $10\%$ and military or infantry service for other Janissaries (infantry);;
+  \ptt Decline (1700);;
+    \pttt Culture;;
+      \ptttt pro-Europe alignment of local officials and increasingly disconnected elite fostered rebellions;;
+    \pttt Government;;
+      \ptttt Ex-cavalry, becoming inferior to powerful Jannisary class, threatened central Ottoman rule, and power vaccuum filled with paramilitaries like mamluks;;
+      \ptttt Tax Farming---outsourcing taxation to private land-leasers/-owners upon their lands decentralized the empire (like feudalism);;
+
+\pt Safavid Empire---precursor to modern Iran;;
+  \ptt Foundation and Expansion;;
+    \pttt Culture/Religion;;
+      \ptttt Created by Shah Ismail to be strictly Shiite Muslim. The concentrated religious minority promoted continuity of Shiite cohesion;;
+      \ptttt Ottoman empire had sparse, decohesive government over subordinate majorities (like Arabs in Middle East), which weakened their stake and increased vulnerability;;
+  \ptt Interactions;;
+    \pttt Ottoman--Safavid Conflict;;
+      \ptttt Religious divide between Shiite Safavid and Shia Ottomans reduced area of Empire, stabilizing it;;
+      \ptttt Religious divide continues in modern-day Sunni--Shia (Saudi Arabia and Iran) conflict;;
+
+\pt Qing Dynasty;;
+  \ptt Government;;
+    \pttt Composition;;
+      \ptttt Manchu are ruling minority over ethnic Chinese minority;;
+      \ptttt Manchu are insufficient to staff the entire government, so they become generals and the emperor;;
+      \ptttt Remaining positions are sparse and staffed by ethnic Chinese, which contributed to its decline in later years;;
+    \pttt Cultural Interactions;;
+      \ptttt Adopted Chinese customs to stabilize rule but Manchus maintained their position as ruling and military class with ethnic Chinese workers;;
+  \ptt Economics;;
+    \pttt Tea and International Relations;;
+      \ptttt Tea---a continuously important export for China, especially under the Qing Dynasty;;
+      \ptttt Tea Exports---central Asia, SEA, and Europe;;
+      \ptttt Tea and Europe---Caused trade surplus with Europe/EIC, limiting European influence on China (economic and cultural);;
+    \pttt Predecessors and Conquest;;
+      \ptttt Ming China was weakened by climate change, economic vulnerability to Europe, and unification of external enemies;;
+      \ptttt Ming Dynasty sought aid from Manchu (Qing) conquerors who promptly instated themselves as rulers and conquered local parts of China, using their military strength to recommand the collapsing Manchu Dynastic claims;;
+\pt Mughal Empire;;
+  \ptt Governance and Culture;;
+    \pttt Compoistion;;
+      \ptttt Indian Empire ruled by Muslim minority over Hindus. Similar to Qing and Ottoman that it is composed of a ruling minority and subjugated majority;;
+      \ptttt Sikhism---Islamic-Hindu syncretism preaching guru worship and equality. Became major religion in Mughal Empire, and militant Orthodox Sikhism develops after execution of guru;;
+    %\pttt Economics;;
+      %\ptttt Significant foreign trade and maintenance of peace
+    \pttt Military;;
+      \ptttt Strong military provided conditions for schism, but fast downfall was brought on by Hindu-driven conflict and external pressure;;
+      \ptttt Gunpowder---Aided Mughal expansion with cannons and muskets, especially in the Battle of Panipat;;
+
+\pt Europe;;
+  \ptt Religion and Culture;;
+    \pttt Christianity;;
+      \ptttt Protestant Reformation----Martin Luther creates sect of Christianity responding to Church fragmentation (multiple popes), corruption (money ``buys'' sins), and indulgency (clergy have luxuries). Elaborates in {\it 95 Theses};;
+      \ptttt Catholic Reformation---Response to Protestants, Catholics implement new policies to limit internal corruption and indulgence like exclusive use of Latin bibles and ``salvation from good works'';;
+      \ptttt Ultimately fortifies Christian leadership and the majority of Europe as a result of changes;;
+  \ptt Governance through Courts;;
+    \pttt Louis XIV;;
+      \ptttt In Versailles, he closely monitored nobles, churches, and the bourgeoisie by requiring the aristocracy to ingratiate themselves to him;;
+      \ptttt Ensured that ``legislation'' (especially over trade practice and the church) he required would be enforced strictly because aristocrats' policies were tightly coupled with his;;
+    \pttt Peter the Great---Russian Tsar who modernized Russia;;
+      \ptttt By importing Western European influences for the aristocracy, specifically in the form of the French language and lavish party culture, using it as a method to adopt Western technology;;
+      \ptttt Moving the capital to Moscow;;
+      \ptttt Securing ports with military influence;;
+
+\bye
diff --git a/wroblewski-world/outlines/unit4.tex b/wroblewski-world/outlines/unit4.tex
new file mode 100644
index 0000000..0d5c4c1
--- /dev/null
+++ b/wroblewski-world/outlines/unit4.tex
@@ -0,0 +1,87 @@
+\input mla8.tex
+\baselineskip=15pt
+\emergencystretch=.15in
+
+\numberfirstpage
+\clas{AP World}
+\name{Holden} \last{Rohrer}
+\prof{Wroblewski}
+\header
+\title{AP World Overview for Unit 4 (1200--1450)}
+\def\pre#1{\par\leavevmode\llap{\hbox to \parindent{\hfil #1 \hfil}}}
+
+\def\alph#1{\ifcase#1
+  \or a\or b\or c\or d\or e\or f\or g\or h\or i%
+  \or j\or k\or l\or m\or n\or o\or p\or q\or r%
+  \or s\or t\or u\or v\or w\or x\or y\or z
+\fi
+}
+
+
+\newcount\thesection \thesection=0%
+\newcount\thessection \thessection=0%
+\newcount\thesssection \thesssection=0%
+\newcount\thessssection \thessssection=0%
+
+\def\section#1;;{\advance\thesection by 1{{\pre{\number\thesection.} #1.}\par}\thessection=0}
+\def\ssection#1;;{\advance\thessection by 1{\advance\leftskip by .5in{\pre{\alph\thessection.} #1.}\par}\thesssection=0}
+\def\sssection#1;;{\advance\thesssection by 1{\advance\leftskip by 1in{\pre{\romannumeral\the\thesssection.} #1.}\par}\thessssection=0}
+\def\ssssection#1;;{\advance\thessssection by 1{\advance\leftskip by 1.5in{\pre{\number\thessssection.} #1.}\par}}
+
+\section Europe;;
+  \ssection Culture;;
+    \sssection The Renaissance---A shift in European culture towards scholarly and secular pursuits;;
+      \ssssection Painting---Art became more expressive and new media were explored, like oil painting, because painters were funded by wealthy merchant painters instead of religious elite;;
+      \ssssection Humanists---Scholars of the humanities (writers, painters, historians). Revived Greco-Roman style and Latin, which modernized Europe by import of Arab scientific and medical texts;;
+      \ssssection Printing Press (Tech)---With new translations came the necessity to transmit them; innovations on Chinese methods rapidly expanded book supply and literacy;;
+  \ssection Economic Expansion;;
+    \sssection Exploration---To establish trade routes and farming outposts (cash crops like sugar and spice), Europeans explored Indian Ocean, African, and American regions;;
+      \ssssection Prince Henry the Navigator---Portuguese noble who completed and encouraged voyages to Africa for gold trade and discovery of trade routes, representing early development of merchant class;;
+      \ssssection Trading-Post Empires---Spain and Portugal are the largest in this category of nations which formed global trade relations used to generate wealth;;
+    \sssection Trade;;
+      \ssssection Middle Passage---Slave component of New--Old World trade. High mortality, but highly profitable because colonial sugar plantations directly refunded costs;;
+      \ssssection Mercantilism---European national policies in $16^{\rm th}$ to $18^{\rm th}$ centuries to exclusive trade rights in colonies and promotion of merchants;;
+  \ssection Christian Missionary Culture;;
+    \sssection Portuguese and Spanish---Both empires attempted to convert native groups to Christianity in West Africa, East Africa (Ethiopia), across the Indian Ocean, and especially the Americas. Colonialism only helped cement these relations, with permanent outposts to support missionaries;;
+  \ssection Columbian Exchange (Environment);;
+    \sssection Crops---Import of potatoes and tubers (cassava) spiked due to their efficiency and easy obfuscation from tax collectors;;
+    \sssection Importance of Colonialism---The exploitation of native wealth stores (like Inca gold \& silver repositories) and slave trade encouraged populations to migrate (voluntarily or involuntarily) towards the New World.;;
+    \sssection Economics---Created new mercantile systems from colonialism; Europeans focused more on outward growth instead of goods development;;
+  \ssection Technology;;
+    \sssection Ship Designs;;
+      \ssssection Caravel---A small ship which can have lateen sails used by Portuguese traders to transport goods more rapidly than bulky junks built for highly regular monsoons;;
+
+\section Americas;;
+  \ssection Culture;;
+    \sssection Colonial Culture;;
+      \ssssection Plantocracy---The control of planters and plantations in the Carib\-bean, and across the Americas was massive because economies of scale rewarded large land and slaveholdings, creating wealth inequality;;
+      \ssssection Racial Hierarchies---The Casta system in New Spain demonstrates a will by colonizers to oppress locals (anyone but Spanish from Spain were inferior, including Creoles---Spanish born in America);;
+  \ssection Environment;;
+    \sssection Columbian Exchange;;
+      \ssssection Deforestation---Environmental damage was great because loose European livestock decimated grasses across N. America and settlers' towns and farming/pastures took up the rest;;
+      \ssssection Disease---Smallpox and its compatriots are one of the most notable effects of the merger of Eastern and Western hemispheres: millions of Amerindians died to the diseases;;
+      \ssssection Cash Crops and Oppression---Crops like tobacco and sugar were imported and colonists forced adoption of these. Created plantocracy;;
+      \ssssection Other Crops---Europeans and Africans incidentally imported gra\-ins, fruit trees, and rice during their colonization. These spread somewhat to natives but moreso developed on the continent;;
+      \ssssection Animals---Natives took advantage of horses brought by Europeans to the New World, and other livestock for farming;;
+      \ssssection Ideas---European technology and knowledge spread to natives either directly through trade like the fur trade or by close living quarters;;
+    \sssection Economics;;
+      \ssssection Joint-stock Companies---A European innovation to finance mercantile exploits, the Dutch especially used combined private and public investment to fund exploration and foundation of colonies to maintain valuable trade goods in America (e.g. exclusive agreements with colonies restricted Dutch from trading with English colonies);;
+  \ssection Rebellion---Revolts like the Pueblos under the Spanish were common resistance to colonialism; they drove out the Spanish with unprecedented coordination and cooperation but were unable to stifle their rule for long, Spaniards returning only 14 years later to reinstate their rule, albeit with less religious persecution;;
+
+\section Africa;;
+  \ssection Slave Trade;;
+    \sssection Economics---Coming from West Africa and specifically the Congo, slave trade was built on cultural foundation, but often economically ``coerced'' because kings could not prevent kidnappings necessary to sustain it;;
+    \sssection Demographics---Male population decreased significantly in Africa as they were preferred slaves. This restructured families to fit around the new proportions;;
+    \sssection Cultural Synthesis---In the Americas, slaves, Europeans, and natives formed new cultures when economically cooperating (like in the Castas);;
+
+\section Asia;;
+  \ssection Maritime Empires;;
+    \sssection Indian Ocean Trade;;
+      \ssssection Isolationism---China and Japan both cut themselves off from int'l (European) trade, seeing attempts to monopolize the region, especially from Portugal;;
+      \ssssection Continued Trade Networks---Existing trade states like Gujarat, Java, and Swahili continued to flourish even under Portuguese taxation and regulation of the sea;;
+      \ssssection Mercantilism's Impacts---The promotion of merchants' interests in the Indian Ocean and Atlantic trade meant competition between nations over trade routes (like with Muslims in the Indian Ocean);;
+  \ssection Culture and Social Hierarchy;;
+    \sssection Diversity;;
+      \ssssection Jews---Expelled from Spain and Portugal but found acceptance in Ottoman empire; Ottoman valued internal productivity more than Europe, which was reliant on trade. Therefore, Ottoman Empire had to accept more diversity;;
+
+\bye
diff --git a/wroblewski-world/revolution-notes b/wroblewski-world/revolution-notes
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+# Revolutions during 1750-1900 (mostly 1776-1822)
+
+## Historical Context
+- Americas revolution = democratic, enlightened
+  - Enlightenment ideas
+  - Fighting against oppression
+- Haitian Revolution
+- Latin American Independence Movements
+
+## Atlantic Revolutions
+- Shared common ideas
+- Atlantic basin = intellectual & cultural exchange
+- Printing press
+- "Human actions can improve systemic flaws"
+
+## American Revolution
+- Launched Declaration of Independence in 1776
+- Made constitution in 1787
+- Hope to increase liberties
+  - Britain unfairly taxes colonies
+- French government assists colonies
+  - Probable reason for winning
+- Brits tried to replace self-government
+- Salutary Neglect
+
+## French Revolution
+- 1789-1815
+- Soldiers inspired
+- King Louis XIV
+  - Absolute Monarch
+  - Creates Estates System
+    - 3 Estates: Clergy, nobility, and commoners (97-98%)
+    - Commoners taxed more than other estates combined
+- National assembly of foreigners forms, claiming sole right to lawmaking
+  - Declaration of the Rights of Man and Citizen
+  - 1st, 2nd estate exclude 3rd.
+    - 3rd estate bands together in "Tennis Coourt Oath"
+  - Civil conflict much more radical than American (because led by commoners/middle class)
+    - Censored
+  - Storm Bastille to take weapons
+- Reign of Terror
+  - Robespierre leads arrests and execution of nobility
+  - He too is guillotined.
+- Napoleon Bonaparte
+  - Tames the revolution
+  - Founds army from commoners' nationalism
+
+## Haitian Revolution
+- Saint Domingue
+  - Rich French Colony
+  - Mostly Slaves
+- Toussaint Loverture, a former slave, runs the revolution
+
+## Latin American Independence Movements
+- Decentralized, Plural
+- Overthrowing racial hierarchy
+- Against Spain, led by elite
+  - Bolivar's letter from Jamaica to Britain requests aid against France
+- Class Division
+  - Oppressive Taxes
+- Mexican Revolution by Hidalgo and Morelos (Priests)
+  - Have to unite social classes against elite despite many-tiered hierarchical divisions